way2go! 5, Band für Lehrerinnen und Lehrer

53 transcripts Coursebook (audio + video) Student: OK, I just thought that I hesitated too much and that the pauses were too long. Teacher: No, they weren’t. You see, pauses also show that you are thinking while you’re doing the presentation, and that’s also nice for an audience to see. Overall, your body language was quite good. At the beginning, I think you were nervous, and you were, you know, dancing around a little bit, stepping from one foot to the other, but once your initial nervousness had worn off, you were fine, standing very confidently on both feet. I also liked the fact that you moved forwards, closer to the audience, and didn’t stay back like the other two presenters. You gave them a nice smile at the beginning, and eye contact was generally good, though I think you favoured the right side of the room more than the people on your left. Student: OK, yes, that’s possible, I’ll try to look at everyone next time. Teacher: We always tend to favour one side, so making a conscious note of looking at everybody is a really good idea. You could even put an eye symbol on one of your cards, to help you remember. Erm… Let me see … Nice gestures, I think I mentioned them already, so overall body language was quite good, you came across as a very confident speaker, yeah! Student: Well, thank you, I did feel quite comfortable standing there, which was a new experience for me. Teacher: And then you mentioned your explanation of the chart with the pollution levels? I think the main problem there was that you read off the figures, and that the writing was really too small, so that those of us sitting at the back of the room couldn’t really read them. You see, when you have a chart like that, the most important thing is to explain to your audience why it’s there, what you want the audience to learn from it, and that wasn’t quite clear in this case. So next time you want to include a lot of figures, give your audience a reason why they’re there, and tell them the point you want to make, and, if you can, make them large enough for everyone to see. That’s what needs improving in that area. Student: All right, I’ll try to remember next time. Teacher: Well, actually, as preparation for next time, I’d like you to write down three things that you want to improve in your logbook. Could you do that by Monday? Student: Sure. Coursebook, Unit 06, exercise 1a ( À 12) Announcer: Listen to a radio phone-in competition on trends. Chris: Hello everybody out there, after this lovely music you have me now, Chris, with this week’s quiz on ‘what’s up?’, where our listeners guess which trends and fads we are describing. They can win up to 200 pounds if they get it right with the first clue. And remember, you might not get anything if you cannot guess our trend after the fourth time, but you don’t have to pay us anything to have a go. So, here we have the first caller on the phone. Hello, John! John: Hello? Hello? Coursebook, Unit 05, exercise 20a ( À 11) Announcer: Listen to a teacher giving feedback on a presentation. Teacher: All right, now, let’s move on to some feedback. How do you feel your presentation went overall? Student: Well, erm, I’m glad it’s over. Teacher: ( laughs ) Yes, I should think you are. How satisfied are you with your performance? Student: Erm, I think maybe I could have spoken more fluently? I think there were a lot of pauses and hesitations, and I’m not sure about my body language, you know, the way I was standing, and I think I messed up explaining the chart … Teacher: OK, those are some areas that could be improved. And what did you think you did well? Student: Oh, erm, what did I do well? I think I spoke freely. I think that was good, even if I hesitated quite a lot, I spoke naturally, I just had the key points on my cards, and I made that joke about rabbits in the middle and everybody laughed, so that went well, I think. Everybody was still listening to me, and I had their attention for my main point afterwards. Erm, and I think they liked the pictures I had chosen. I could see that from their faces. Teacher: OK, you mentioned three things that I have on my list as well. Yes, I particularly liked the fact that you spoke freely. That was very nice, especially in contrast to the speaker before you, there was a big sigh of relief from your audience when you stepped up. Everybody sat up a little straighter and paid a bit more attention because you spoke naturally, and didn’t read from your notes like Thomas did before you. And it’s also good that you used note cards and not a large sheet of paper, because that would have blocked people’s view of you, but the cards left your hands free for some nice gestures that supported what you were saying. Erm, I also liked your joke. I think it was well placed in the middle of the presentation, as you said, just before you made your main point. And yes, your pictures were very well chosen. Remember that usually, you would have to acknowledge the sources, where you’ve taken them from, ON the slides and not just on the handout. Your pictures were good visual aids of what you were saying, especially the ones with the trees, and I’m sure you spent a lot of time looking for them. Student: Yes, that’s true. There are a lot of pictures on the internet, but if you’re looking for something specific, it takes quite a lot of time. Teacher: Yes, you can be really proud of your presentation slides, they were very good and we could see that you put a lot of effort into preparing them. … Now, about the things that didn’t go so well, I think you mentioned you weren’t sure about your body language and explaining that chart, and – what was the third one? Oh yes, the pauses. I’ll start with that, because it’s less of a problem than you’d think – you see, your pauses were quite natural, so they weren’t a bad thing at all. They actually gave us a little time to ‘catch up’ with what you were saying, to think about it a bit, a little breathing space, if you like. So pauses aren’t always bad if they don’t last too long, and yours certainly didn’t. Nur zu Prüfzwecken – Eigentum des Verlags öbv